Skills Development and Intervention Programs
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ScribdTranslationsSkills Development and Intervention Programs
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ScribdTranslationsPROGENDA
Generic Programs for Development and Improvement of Skills and
Skills
Genesis
Double necessity:
Regulations:Every evaluative process
compare the results of an individual,
in skills or abilities, with the standard.
Feeling:Parents and teachers upon receiving
an evaluation report feels the
need to know the method by
which can correct the deficit
detected and prevent the appearance of others
or the worsening of the current ones.
Triple Purpose
1. Preventive. Avoid the emergence of possible deficits.
2. Corrective. To develop ourselves in response to the emergence of a
a determined problem, to which it is necessary to provide an answer.
3. Optimizer. Applying it as a favorable element of
integral development of the student.
Application
In general, work is done with children in early childhood education.
primary.
Individual or in a group (2-4 people).
From them, ACTIVITIES within reach can be designed.
both regular students and those with special educational needs.
FundamentosTeóricos.
Conceptual basis equivalent to the tests they are undergoing.
associates.
Conceptual Scheme.
Evaluation.
Evaluation Report
Guidance Report.
Intervention program
educational.
areas of intervention
● INTELLECTUALS:
SOCIO-COGNITIVE AND CONCEPTUAL
● PERCEPTIONS:
VISUALS
● MOTORS AUDITORY
● LINGUISTICS: VISOMOTOR
ARTICULATION
COMPREHENSION/EXPRESSION (oral and ● OTHERS:
writing Skills prior to compulsory education
VOCABULARY (Equation Program
Psycholinguistic Skills Child/Compensatory
READING AND WRITING:
- ORTHOGRAPHY
- GRAPHY
- DYSLEXIA
- Reading Fluency
- READING COMPREHENSION
- MORPHOSYNTAXIS
Educational intervention program
(PIE) Establishment Specific
of objectives
Terminals
Activities
Materials
Elements of motivation
Example:
dysgraphia
Specific objectives
Achievement of a good education of the
COORDINATION
VISOMOTOR, through
the automation and correctness
definition of predominance
manual (laterality well
defined by hand and eye
Classes of Programs of
intervention
● INDIVIDUAL DEVELOPMENT PROGRAM (IDP).
● INDIVIDUAL RECOVERY PROGRAMS (IRP).
● SUPPORT PROGRAMS FOR LEARNING (PAA).
● BEHAVIOR MODIFICATION PROGRAMS (BMP).
It has the general objective of promoting integration and full
development of the potentialities of children with some type of
disability.
Achievement of an adequate level of development of skills and
skills for learning, as well as for overcoming
of curriculum delays.
PROGRAMS OF
BEHAVIOR MODIFICATION
Elimination of
maladaptive behaviors.
(PMC)
PMC Behaviors
adaptive.
Acquisition or
Increase.
● Contingency management.
● Modeling.
● Help.
● Restriction of stimuli.
● In the mediational teaching style, the role of the teacher is based on providing a bridge/link in the processes of
thought and in the experiences of children to achieve a cognitive reaction.
● The principles of Feuerstein and Haywood go:
a) some principles of their practice: *focus on processes rather than on answers or products.
Select the stimuli and help the children focus on the relevant aspects of stimuli.
complex
b) the activities that favor this methodological system: * asking questions about the process and trying to obtain
answers about the same.
*Require justification even for correct answers. *Relate new experiences to the known.
c) the verbal sequences that support it.
- Tell me how you did it.
- What do you have to do next?
- What do you think would happen if you had done it?
- How do you feel if…?
- When have you done something similar before?
- How did you know it was the correct answer?
Evaluation
Achievement of the proposed cognitive functions
Level and degree of achievement:
Level 1. Completed with help (evaluate from 1 to 5)
Level 2. Done independently (evaluate from 1 to 5)
Level 3. Transferred to other situations (evaluate from 1 to 5)
Participation and integration with the group. (Evaluate from 1 to 5)
Interaction with the teacher (rate from 1 to 5)
Elements that he/she dominates with greater ease.
Elements that pose greater difficulty.